Neuropsychiatrie de l''Enfance et de l''Adolescence最新文献

{"title":"Impact d’interventions pédagogiques sur les performances des collégiens souffrant de difficultés d’apprentissages en langage écrit et mathématiques. Une étude contrôlée","authors":"Catherine Billard ,&nbsp;Sahawanatou Gassama ,&nbsp;Monique Touzin ,&nbsp;Anne Mirassou ,&nbsp;Arnold Munnich ,&nbsp;Jean-Christophe Thalabard","doi":"10.1016/j.neurenf.2025.02.003","DOIUrl":"10.1016/j.neurenf.2025.02.003","url":null,"abstract":"<div><h3>Aim</h3><div>This study investigated pedagogical interventions for adolescents with learning difficulties (LDs) in France, a topic addressed in the Anglosphere but still largely underexplored.</div></div><div><h3>Material and method</h3><div>In a cohort of 188 sixth- and seventh-graders, selected tests from the BMT-i battery identified middle-schoolers as having learning deficits based on norm-referenced scores below the 20th percentile in written language or mathematics assessment. After screening, 117 students with Learning Difficulties in written language, mathematics, or a combination of the two were selected. After written agreement from parents, experimental students (<em>n</em> <!-->=<!--> <!-->76) were assigned to 35-session written French or math teacher-led interventions under researcher supervision. Control students (<em>n</em> <!-->=<!--> <!-->25) participated in none. Intervention effects were measured by Comparing differences in initial (T0), immediate post-intervention (T2), and delayed post-intervention (T3) test scores for different subgroups.</div></div><div><h3>Results</h3><div>By T2, in the experimental group deficits had fully receded for reading fluency and comprehension, numeration, and mental arithmetic, and had diminished for spelling and problem-solving; in the control group, deficits remained prominent overall. Effects persisted until T3. Improvements in reading comprehension were greater among French intervention participants than among controls (<em>P</em> <!-->&lt;<!--> <!-->0.001). Math intervention participants made greater progress in problem-solving, numeration, and subtraction (<em>P</em> <!-->&lt;<!--> <!-->0.0001 to <em>P</em> <!-->&lt;<!--> <!-->0.05).</div></div><div><h3>Interpretation</h3><div>While larger controlled trials are warranted to corroborate them, these findings underscore the value of pedagogical interventions for remedying middle school LDs.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 175-185"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reprint of: Impact of pedagogical interventions on written language or math learning difficulties in middle schoolers: A nonrandomized controlled study","authors":"C. Billard ,&nbsp;S. Gassama ,&nbsp;M. Touzin ,&nbsp;A. Mirassou ,&nbsp;A. Munnich ,&nbsp;J.-C. Thalabard","doi":"10.1016/j.neurenf.2025.03.001","DOIUrl":"10.1016/j.neurenf.2025.03.001","url":null,"abstract":"<div><h3>Aim</h3><div>This study investigated pedagogical interventions for adolescents with learning difficulties (LDs) in France, a topic addressed in the Anglosphere but still largely underexplored.</div></div><div><h3>Method</h3><div>In a cohort of 188 sixth- and seventh-graders, selected tests from the BMT-<em>i</em> battery identified middle-schoolers as having learning deficits based on norm-referenced scores below the 20th percentile in written language or mathematics assessment. After screening, 117 students with learning difficulties (LDs) in written language, mathematics, or a combination of the two were selected. After written agreement from parents, experimental students (<em>n</em> <!-->=<!--> <!-->76) were assigned to 35-session written French (Fr) or math (Ma) teacher-led interventions under researcher supervision. Control students (<em>n</em> <!-->=<!--> <!-->25) participated in none. Intervention effects were measured by comparing differences in initial (T0), immediate postintervention (T2), and delayed postintervention (T3) test scores for different subgroups.</div></div><div><h3>Results</h3><div>By T2, in the experimental group, deficits had fully receded for reading fluency and comprehension, numeration, and mental arithmetic, and had diminished for spelling and problem-solving; in the control group, deficits remained prominent overall. Effects persisted until T3. Improvements in reading comprehension were greater among Fr intervention participants than among controls (<em>P</em> <!-->&lt;<!--> <!-->0.001). Ma intervention participants made greater progress in problem-solving, numeration, and subtraction (<em>P</em> <!-->&lt;<!--> <!-->0.0001 to <em>P</em> <!-->&lt;<!--> <!-->0.05).</div></div><div><h3>Interpretation</h3><div>While larger controlled trials are warranted to corroborate them, these findings underscore the value of pedagogical interventions for remedying middle-school LDs.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 186-195"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La reconnaissance du haut potentiel intellectuel, quelles conséquences ? Une approche qualitative du point de vue des adolescents","authors":"E. Mazeaud ,&nbsp;M. Ludot ,&nbsp;J. Sibéoni ,&nbsp;R. Radjack ,&nbsp;M.R. Moro ,&nbsp;A. Harf","doi":"10.1016/j.neurenf.2025.03.006","DOIUrl":"10.1016/j.neurenf.2025.03.006","url":null,"abstract":"<div><div>There is no environment today in which we do not hear about HIP. Whether in healthcare, schools or the media, the subject of HIP is becoming a universal and societal issue. Through this study, we wanted to give a voice to those concerned in order to highlight, from an emotional point of view, the consequences of having received this designation on their development. Ten teenagers and young adults were interviewed using a semi-structured interview guide developed by the Maison de Solenn team, and their stories were analysed using a qualitative methodology. In this article, we focus on three main themes: the psychological assessment and its effects, post-appointment family reorganisation, and changes in the aftermath. Over and above the pros and cons and the many polemics surrounding the issue of HIP, this article takes a nuanced approach to all the issues and changes that the HIP designation can generate in a young person and his or her family. Derived from a constructivist perspective, the emergence of the HIP category also responds to a ‘need to believe’ and to the quest for ideals by adolescents and young adults in our society. Professionals must be able to interpret this category in terms of its complexity and nuances.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 196-204"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pathologies psychiatriques émergentes à l’adolescence : questionnement clinique et parcours de soin","authors":"L.-E. Dumas ,&nbsp;J. Lachal","doi":"10.1016/j.neurenf.2025.05.002","DOIUrl":"10.1016/j.neurenf.2025.05.002","url":null,"abstract":"","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 173-174"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144255060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La consommation de médicaments psychotropes chez les enfants et les adolescents autistes en France. Analyse des bases du Système national de données de santé sur la période 2010–2022","authors":"S. Ponnou ,&nbsp;X. Briffault ,&nbsp;B. Thomé ,&nbsp;V. Aragno ,&nbsp;B. Chamak","doi":"10.1016/j.neurenf.2025.02.006","DOIUrl":"10.1016/j.neurenf.2025.02.006","url":null,"abstract":"<div><h3>Context</h3><div>Questions regarding the use of psychotropic medications in children and adolescents with autism have drawn significant attention in the scientific literature and public debates at the international level. However, to date, no dedicated epidemiological data are available on this topic in the scientific literature or in information provided by health agencies or public authorities in France. This article aims to analyze data from the National Health Data System (SNDS) to describe trends in psychotropic medication use among children and adolescents with autism between 2010 and 2022, as well as the clinical, demographic, and social factors contributing to these prescriptions.</div></div><div><h3>Methods</h3><div>A systematic analysis was conducted on psychotropic medication use in autistic patients aged 0 to 17 years within the SNDS database (covering 99% of the population residing in France) from 2010 to 2022. The study focused on the following classes of medications: N05A antipsychotics, N05B anxiolytics, N05<!--> <!-->C hypnotics and sedatives, N06A antidepressants, N06B psychostimulants, N03 antiepileptics, and N04 antiparkinsonians.</div></div><div><h3>Results</h3><div>Analysis of the SNDS data revealed a high rate of psychotropic medication use among children and adolescents with autism: 36.8% in 2022, including 26.3% among 0–2-year-olds, 27.8% among 3–5-year-olds, 36.5% among 6–11-year-olds, and 41.7% among 12–17-year-olds. The use of psychotropic medications in autistic patients aged 0 to 17 years remained stable between 2010 (31.8%) and 2019 (31.6%) but increased from 2019 to 2022 (36.8%). However, disparities are observed across treatment subclasses: a decrease in antiepileptics (N03A) (7.5% in 2010 to 3.9% in 2022), antiparkinsonians (N04A) (2.2% in 2010 to 1.2% in 2022), antipsychotics (N05A) (18.6% in 2010 to 16.1% in 2022), and anxiolytics (N05B) (10.2% in 2010 to 8.3% in 2022); and an increase in hypnotics (N05C) (0.7% in 2010 to 15.4% in 2022), antidepressants (N06A) (2.5% in 2010 to 3.8% in 2022), and psychostimulants (N06B) (6.3% in 2010 to 11.9% in 2022). These prescription rates are accompanied by significant consumption volumes, with an average of 18 to 19 boxes per year per child and treatment durations exceeding 10 years. Polypharmacy is prevalent, and associated biological monitoring is insufficient. The social disadvantage rate within this population was 43.5% in 2022.</div></div><div><h3>Discussion</h3><div>The findings are discussed in light of international scientific consensus, recommendations from health agencies, and contemporary initiatives focusing on deprescription practices in autism care for children and adolescents. Further research is needed to explore the potential adverse effects of these medications, the clinical reasons for their prescriptions, and the most suitable therapeutic strategies for autistic children.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 205-216"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Agenda","authors":"","doi":"10.1016/j.neurenf.2025.05.003","DOIUrl":"10.1016/j.neurenf.2025.05.003","url":null,"abstract":"","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 234-236"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"","authors":"N. Rabain","doi":"10.1016/j.neurenf.2025.04.003","DOIUrl":"10.1016/j.neurenf.2025.04.003","url":null,"abstract":"","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 232-233"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"« L’autisme profond » : une casuistique pour le clinicien","authors":"R. Pry ,&nbsp;A. El Achhab","doi":"10.1016/j.neurenf.2025.03.007","DOIUrl":"10.1016/j.neurenf.2025.03.007","url":null,"abstract":"<div><div>The introduction by the Lancet Commission in 2022 of the notion of “profound” autism raised a number of questions, mainly concerning its definition and the proposed criteria. Between advocates of neurodiversity and “frank” autism on the one hand, and families faced with complex situations in which their child is severely mentally handicapped and requires day-to-day care on the other, the search for a consensus has been difficult, even if the notion of “spectrum” could have appeared as a solution.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 226-231"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"« Un chat dans la gorge » : comprendre le langage figuré quand on est autiste","authors":"J. Hattouti","doi":"10.1016/j.neurenf.2025.03.002","DOIUrl":"10.1016/j.neurenf.2025.03.002","url":null,"abstract":"<div><div>In the autism spectrum disorder, difficulties in understanding figurative language have been widely documented in the scientific literature. This review aims to examine the state of current knowledge by focusing specifically on the understanding of idiomatic expressions. Due to their semantic opacity and conventional nature, these expressions cannot be understood from the sole literal meaning of the words that compose them. This review explores the information processing strategies favored by autistic people to understand idioms and put them into perspective with the underlying cognitive mechanisms, including central coherence, executive functions and theory of mind. What should be retained from this synthesis is that the understanding of idiomatic expressions in individuals with autism relies on a complex interaction between their linguistic abilities and their capacity to integrate contextual information, a process influenced by their cognitive particularities. Finally, the interest of integrating these tasks into clinical assessments is discussed to refine the analysis of pragmatic skills and to propose educational and therapeutic interventions targeting the improvement of the use of context and inference strategies.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 217-225"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"L’alliance thérapeutique en situation transculturelle. Enquête auprès des psychiatres de l’enfant et de l’adolescent de la Haute-Garonne et perspectives","authors":"D. Boisson ,&nbsp;I. Gicquel ,&nbsp;F. Giraud ,&nbsp;M.-R. Moro","doi":"10.1016/j.neurenf.2024.11.004","DOIUrl":"10.1016/j.neurenf.2024.11.004","url":null,"abstract":"<div><h3>Background</h3><div>The problem of the therapeutic alliance seems very present and specific in child psychiatry in a transcultural situation. The purpose of this article is to make an inventory of the practices and uses of child psychiatrists in Haute-Garonne when they are confronted with a lack of therapeutic alliance in a transcultural situation. Then, in a second step, to propose avenues for the evolution of practices based on the theoretical developments proposed by the transcultural current developed by Marie Rose Moro, with the aim of improving the therapeutic alliance and therefore the efficiency of care provided to migrant populations.</div></div><div><h3>Method</h3><div>Twenty-nine psychiatrists out of 58 responded to a questionnaire asking to describe, in a quantitative and qualitative way, the clinical practices with patients from first and second generation migration on the theme of the alliance, its identification, its remediation in the event of default, recourse to interpreters, recourse to specific transcultural or intercultural mechanisms, interest in transcultural concepts, as well as proposals for improving practices.</div></div><div><h3>Results</h3><div>The results show that the child psychiatrists of Haute-Garonne are generally aware of and interested in the concepts of transcultural psychiatry but that few of them use specific devices which are also few in the territory. The alliance problems encountered are not always related to the cultural particularities of the families. They do not always recognize the importance of interpreters in their functions as “cultural mediators” but more for the translation of the language. Many proposals are emerging to improve practices and resources in the territory.</div></div><div><h3>Conclusions</h3><div>From these results, avenues for development have emerged at several levels: adapting existing systems through better knowledge and taking into account the cultural specificities of patients, developing knowledge and the use of interpreting as well as to supervisions, set up new specific mechanisms (such as consultation and transcultural mediation) with trained practitioners and organize a network allowing greater clarity and better access to the resources of the territory.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 3","pages":"Pages 145-155"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143887376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}